Student Perspectives on Good University Teachers: Communication, Clarity, Commitment, Care

Autor/inn/en	Parmenter, Lynne; Robertson, Nigel
Titel	Student Perspectives on Good University Teachers: Communication, Clarity, Commitment, Care
Quelle	In: European Journal of Engineering Education, 47 (2022) 6, S.852-864 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2073435
Schlagwörter	Foreign Countries; Undergraduate Students; Student Evaluation of Teacher Performance; Teacher Effectiveness; Student Attitudes; College Faculty; Discourse Modes; Success; Communication (Thought Transfer); Caring; Teacher Attitudes; Teaching Skills; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Fakultät; Diskursethik; Erfolg; Communication; thought; Kommunikation; Gedanke; Care; Pflege; Sorge; Betreuung; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Neuseeland
Abstract	Using findings from a 2-year study, this paper explores undergraduate engineering student perspectives on good university teachers. Findings from open survey questions and semi-structured interviews were analysed using principles of grounded theory, resulting in four themes identified by students as key to good university teaching: communication, clarity, commitment, and care. These findings are discussed in relation to recent international debates on teaching excellence. The basic argument of the paper is that the discourse of teaching excellence needs to be critically reconsidered and would benefit from inclusion of the actual perspectives of students rather than student voice discourses framed by others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01